Ndofirepi et al
Greener Journal of Educational Research Vol. 2 (4), pp. 083 -090, November 2012
Manuscript Number: 103112182
To discipline or to punish? A critical discourse on schooling in South Africa
Amasa Ndofirepi, Jeriphanos Makaye and Elizabeth S. Ndofirepi
Wits School of Education, University of the Witwatersrand,
Department of Curriculum Studies, Great Zimbabwe University, Zimbabwe.
Wits School of Education, University of the Witwatersrand, South Africa
Corresponding Author’s Email: Amasa.ndofirepi @ wits.ac.za
In this paper we submit a
critical, theoretical discourse of discipline and punishment
in South African schools. The present situation in schools
is indicative of a lack of discipline, which has led to a
perpetuation of unsuccessful learning and teaching. The
banning of corporal punishment has been criticized by many
educators, many of whom continue to use it against the law,
in the belief that it is necessary for the creation of a
climate conducive to teaching and learning. We argue that
the confusion as about the place of discipline and
punishment in school is a definitional question. Hence, our
interest in deliberating on the distinction between
punishment and discipline in the context of South African
Keywords: democracy, punishing, teaching, learning, schooling
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